Learning to Teach in the Secondary School: A companion to school experience (Learning to Teach Subjects in the Secondary School Series)

`The early years in the teaching profession are both challenging and rewarding. With its clear and accessible style, this book is an essential companion for everyone involved in initial teacher education. A range of well-respected education experts provide a comprehensive introductory insight to relevant and varied issues for early career teachers. There is a careful balance between scholarly input and practical approaches, including engaging tasks throughout, which will inform the reader's professional development in the early stages of teaching. This book should be at the top of every reading list for new teachers!'

Anna Lise Gordon
Academic Director and National Teaching Fellow, St Mary's University, UK

`Learning to Teach in the Secondary School has been the core text for the PGCE Secondary Course at the University of Worcester for a number of years. The contributors have a wealth of experience and expertise that helps trainees get to the root of issues in the secondary school providing a foundation for further reading and discussion. The authors have the ability to separate the salient issues so that trainees can `question the given', offering intelligent opinion and thought. Readers can look practically, and rationally, at what constitutes effective teaching in the secondary classroom proving that this is an excellent starting point for any new teacher. Every reference list I read cites this book demonstrating it as a key text in teacher education. The 7^th edition is a welcome update and will appeal massively to any professional who shares the ambition to make a difference in the classroom.'

Suzanne Lawson

Secondary PGCE Course Leader, University of Worcester, UK

`This book provides a useful and effective insight into being a teacher, and a pedagogical and practical understanding of the complexity of teaching. It successfully breaks down the various elements of the profession into sections, acknowledging that there might not be a template of a perfect teacher, but rather a series of skills, qualities and behaviours that inform and underpin effective teaching and learning.

With the changing landscape of ITE (initial teacher education) and the growth of school-led approaches, a comprehensive guide to support trainees across all aspects of their training (from what is a teacher and classroom behaviours to developing professional practice and securing a first post) is extremely valuable.'

Martin Husbands

Head of School Direct, Newman University, UK

Learning to Teach in the Secondary School 7^th ed. describes, analyses and reflects pertinently a trainee's experience in a Secondary school. It gives the Secondary trainee confidence by highlighting key foci; for example, professionalism, specific curriculum pedagogy, how to observe, and why teachers want to teach. Indeed, the edition sells the individualism of the teaching profession and why there is no other profession like it. This is also supported by relevant tasks for the trainee to engage with which explain and consolidates key concepts such as teacher reflection, mixing the practical with the theoretical learning theories.

The 7^th Edition is very accessible for all trainee teachers, full of useful tips on time management, how to manage work/life balance and how to be proactive in an ever evolving profession. Highly recommended.'

Alyson Midgley

Secondary Flexible PGCE Programme Leader, Edge Hill University, UK

`This book covers the key themes affecting secondary teacher education today. The authors offer a challenging rather than a descriptive account of contemporary issues affecting Initial Teacher Education. Trainee teachers are encouraged to think about their changing professional role and to explore broader conceptions of it; they are asked to engage with current issues surrounding pedagogic knowledge, its influences and determiners, and to reflect on their actions in response.

Trainee teachers following pre- or in-service routes into teaching will find the book a useful resource. It will appeal to trainee teachers following one of a number of routes into teaching, including university-based; School Direct; school-centred (SCITTs) and the Assessment-Only routes to QTS. Whilst offering many practical ideas and suggestions for use in everyday practice, it also makes the link between initial teacher education and on-going professional, career development.

If not already included, the book will make a useful addition to programme reading lists.'

Val Butcher
Associate Dean and Head of Department, Manchester Metropolitan University, UK